특수교육에 있어서 통합교육의 중요성은 궁극적으로 특수교육의 지향적 목표라고 할 수 있다. 그러나 통합교육 환경에서의 물리적 통합보다는 기능적 정서적 통합의 중요성이 강조되고 있는 시점에서 본 연구에서는 통합학급 교사를 대상으로 통합교육에 대한 태도와 수행능력간의 상관관계를 알아보고자 하였다. 316명의 통합학급 교사를 대상으로 통합교육에 대한 태도와 관련된 15문항과 장애아동 지도를 위해 요구되는 전문성과 관련한 15문항의 설문지를 사용하였다. 본 연구를 통해 첫째, 통합학급 교사의 장애아동의 통합교육에 대한 태도는 비교적 긍정적으로 조사되었다. 둘째, 통합학급 교사는 통합교육 장에서 장애아동의 효율적인 지도와 관련된 수행능력이 전체적으로 낮은 것으로 나타났다. 셋째, 통합학급 교사의 장애아동의 통합교육에 대한 태도와 수행능력간의 정적 상관관계는 있으나, 태도에 비해 수행능력이 매우 낮게 나타났다. 따라서 본 연구에서는 장애아동의 통합교육의 필요성에 대한 긍정적인 태도가 곧 특수교육의 효율성을 대변하는 것은 아니므로 장애아동을 위한 효율적인 지도를 위해 요구되는 수행능력신장을 위한 방안이 요구됨을 시사하였다.

The efficiency of inclusion is not decided, more determined by teachers attitude toward the inclusion setting but by their competency level. The purpose of this study was to analyze the correlation between the inclusive class teacher's attitude and competency regards inclusion and to present our basic findings for improving the efficiency of inclusion. Three hundred sixteen teachers participated in measuring the correlation between attitude and competency. The result of this study was as follows : (a) The teachers attitude was positive to inclusion. And there was marginal difference regarding sex, career, experience but those teacher have more experience did develop a higher level of concerning; (b) The competency level the of inclusive class teacher was low regarding efficient teaching methods with special needs children. The competency level of the teaches was much higher in direct proportion to their degree of experience with special needs children; (c) There was a little relation between the inclusive class teachers attitude and competency level. Therefore this study concluded that there is positive relational significance regarding positive attitude and competency teacher attitude and competency and the level of classroom efficiency. The prince factor in improving education for special needs children is a well organized, professionally planned program.

The efficiency of inclusion is not decided, more determined by teachers attitude toward the inclusion setting but by their competency level. The purpose of this study was to analyze the correlation between the inclusive class teacher's attitude and competency regards inclusion and to present our basic findings for improving the efficiency of inclusion. Three hundred sixteen teachers participated in measuring the correlation between attitude and competency. The result of this study was as follows : (a) The teachers attitude was positive to inclusion. And there was marginal difference regarding sex, career, experience but those teacher have more experience did develop a higher level of concerning; (b) The competency level the of inclusive class teacher was low regarding efficient teaching methods with special needs children. The competency level of the teaches was much higher in direct proportion to their degree of experience with special needs children; (c) There was a little relation between the inclusive class teachers attitude and competency level. Therefore this study concluded that there is positive relational significance regarding positive attitude and competency teacher attitude and competency and the level of classroom efficiency. The prince factor in improving education for special needs children is a well organized, professionally planned program.

special education, inclusion, teachers' attitudes, competencies